1. The study focuses on agreement between teacher assessment of oral presentation skills and self and peer assessment.
2. It found that self-assessment scores were generally higher than teacher scores, and peer scores averaged 5% higher than teacher scores, suggesting peer assessment could be a valid alternative to teacher assessment.
3. However, students needed additional training to reliably assess specific elements, as they did not always assess the same criteria as teachers.
1. The study focuses on agreement between teacher assessment of oral presentation skills and self and peer assessment.
2. It found that self-assessment scores were generally higher than teacher scores, and peer scores averaged 5% higher than teacher scores, suggesting peer assessment could be a valid alternative to teacher assessment.
3. However, students needed additional training to reliably assess specific elements, as they did not always assess the same criteria as teachers.
1. The study focuses on agreement between teacher assessment of oral presentation skills and self and peer assessment.
2. It found that self-assessment scores were generally higher than teacher scores, and peer scores averaged 5% higher than teacher scores, suggesting peer assessment could be a valid alternative to teacher assessment.
3. However, students needed additional training to reliably assess specific elements, as they did not always assess the same criteria as teachers.
PEER ASSESSMENT OF ORAL HOW EFFECTIVE ARE SELF AND
PRESENTATION SKILLS PEER ASSESSMENT OF ORAL
PRESENTATION SKILLS COMPARED TO TEACHERS’ ASSESSMENTS?
1- Peer assessment presented as an additional 1- Focuses on agreement between
alternative to strengthen this central role of professional assessment & self and peer assessment. assessment of oral presentation skills. 2- Stress the influence of assessment on 2- Shifting part of the responsibilities for learning & show a switch in assessment assessment & feedback from the teacher to responsibilities from teacher to student the student has next to educational benefit- towards peer assessment. also benefits in terms of reducing teaching 3- Self-assessment scores are for the most workload. part, higher than the marks given by teacher, 3- Stresses that the priori-assumption that reflect a very positive attitude of student assessment by a teacher is more reliable & towards peer assessment as a relevant source more valid can be double in some contexts. of external feedback. 4- They point out that student did not always 4- Peer marks are on average 5% higher than assess the same elements or criteria as their marks given by their tutors, peer assessment teachers did. can be a relevant substitute for assessment by 5- Student were able to provide a reliable teachers. overall assessment but needed additional 5- Hypothesizes that ‘involving students in traning to provide reliable marks on the assessment of presentations is extremely specific of oral presentation. beneficial’ for developing self-regulating 6- A quality control of the assessment skills. process was carried out, focused on the way 6- The rubric sum score reported by teachers teachers applied the assessment rubric. is significantly lower as compared to the peer 7- It was consistently the same teacher assessment. adopting a more lenient view as compared to 7- Peer only assessed “first presentations”. the other assessors. 8- Interaction effect gender of the assessor 8- This implies that male assessors ware not and gender of the assessed was not severe or lenient than female assessor, male significant for teacher but was significant for peers attributed higher score than female peers. peers to presenter, female presenter did 9- Stress the importance of giving student however obtain higher score than male sufficient practice and discussion to develop presenter. a shared understanding of the explicit and 9- It is insufficient to concrete on more detail tacit assessment criteria. indicator for assessment comprehensive. 10- You can learn from the feedback of peer 10 - State that it is not only the quality of the and I think students should be able to assess feedback evolving from the assessment that each other. is crucial but what a student does with the - The scale as used in this study, reflects a feedback. good reliability. - in our opinion, a combination of both views is need. - on the one hand we do not want student to take wrong actions based on low quality feedback but on the other we want students to do something with the feedback.